A co-ordinated approach is essential to ensure the principles and practices of identification are consistent across the kura/school/ECE setting/Kāhui Ako. Because giftedness develops over time and in different contexts, the identification process needs to be ongoing. Identification informs the selection of multiple opportunities, formal and informal, for learners to show evidence of their abilities.
Learners need to experience coherence as they transition through the levels of schooling. This requires communication within and between kura/schools/ECE settings/Kāhui Ako about their methods of identifying and providing for their gifted learners.
Develop setting-based definitions that acknowledge the imperatives, principles and criteria for gifted education.
Use a multi-method approach.
Access a range of tools to identify gifted learners.
Understand identification issues – misdiagnosis, intensity or overexcitability, and asynchronous development.
Identify learners from under-served groups.
Understand the particular strengths and needs of twice/multi exceptional learners.
